Enhancing Service-Learning Experiences for International Students: A Reflexive Dialogue between Student and Instructor

Authors

  • Li Mao Department of Educational Policy Studies, University of Alberta
  • Laura Servage Arts Pedagogy and Innovation Laboratory, Faculty of the Arts, University of Alberta
  • Donna Chovanec Department of Educational Policy Studies, University of Alberta

Abstract

In this paper, an ESL international student and her instructor engage in a reflexive dialogue (Abma, 2001) to critically explore the student’s service-learning experience. We then conduct an analysis of the experience using critical sociocultural language learning theories (Norton, 1995, 1997, 2000; Norton & Toohey, 2011) and offer pedagogical suggestions for facilitating ESL international students’ linguistic and sociocultural needs during their service-learning experiences. Our discussion may help staff and instructors understand the issues faced by international students who engage in service-learning.

Author Biographies

Li Mao, Department of Educational Policy Studies, University of Alberta

Li Mao is a PhD candidate in Educational Policy Studies, University of Alberta, Canada. Her scholarship focuses on the sociolinguistic study of foreign language learners in target language speaking communities (English linguistic minorities in Canada and Chinese foreign learners in China), adult foreign language education in both formal and informal contexts, and foreign language teaching pedagogy. Her research has led to several international publications and conference presentations. 

Laura Servage, Arts Pedagogy and Innovation Laboratory, Faculty of the Arts, University of Alberta

Dr. Laura Servage completed her Ph.D. in Educational Policy Studies with Dr. Chovanec in 2015. Her research interests include teaching and learning in higher education, access and eqiuty issues in post-secondary learning and school-to-work transitions, sociology of education; and higher education policy.

Donna Chovanec, Department of Educational Policy Studies, University of Alberta

Donna Chovanec (1956-2015) was an associate professor in Educational Policy Studies, University of Alberta, Canada. She specialized in Adult Education with a particular interest in political learning and education, adult literacy, women’s health and community service-learning. She had worked as a social worker, adult educator and researcher in a variety of academic, health and social service settings. Her research had led to several publications and conference presentations including the book Between Hope and Despair: Women Learning Politics (Fernwood).

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Published

01/05/2017

Issue

Vol. 8 No. 4 (2016)

Section

Insights, Case Studies, and Applications

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